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Patients with bipolar disorder (BD) show alterations in both gray matter volume (GMV) and white matter (WM) integrity compared with healthy controls (HC). However, it remains unclear whether the phenotypically distinct BD subtypes (BD-I and BD-II) also exhibit brain structural differences. This study investigated GMV and WM differences between HC, BD-I, and BD-II, along with clinical and genetic associations. N = 73 BD-I, n = 63 BD-II patients and n = 136 matched HC were included. Using voxel-based morphometry and tract-based spatial statistics, main effects of group in GMV and fractional anisotropy (FA) were analyzed. Associations between clinical and genetic features and GMV or FA were calculated using regression models. For FA but not GMV, we found significant differences between groups. BD-I patients showed lower FA compared with BD-II patients (p tfce-FWE  = 0.006), primarily in the anterior corpus callosum. Compared with HC, BD-I patients exhibited lower FA in widespread clusters (p tfce-FWE  < 0.001), including almost all major projection, association, and commissural fiber tracts. BD-II patients also demonstrated lower FA compared with HC, although less pronounced (p tfce-FWE  = 0.049). The results remained unchanged after controlling for clinical and genetic features, for which no independent associations with FA or GMV emerged. Our findings suggest that, at a neurobiological level, BD subtypes may reflect distinct degrees of disease expression, with increasing WM microstructure disruption from BD-II to BD-I. This differential magnitude of microstructural alterations was not clearly linked to clinical and genetic variables. These findings should be considered when discussing the classification of BD subtypes within the spectrum of affective disorders., (© 2024. The Author(s).)

Despite broad interest, experimental evidence for gender differences in social abilities remains inconclusive. Two important factors may have limited previous results: (i) a lack of clear distinctions between empathy (sharing another's feelings), compassion (a feeling of concern toward others), and Theory of Mind (ToM; inferring others' mental states), and (ii) the absence of robust, naturalistic social tasks. Overcoming these limitations, in Study 1 (N = 295) we integrate three independent, previously published datasets, each using a dynamic and situated, video-based paradigm which disentangles ToM, empathy, and compassion, to examine gender differences in social abilities. We observed greater empathy and compassion in women compared to men, but found no evidence that either gender performed better in ToM. In Study 2 (n = 226) we extend this paradigm to allow participants to engage in prosocial donations. Along with replicating the findings of Study 1, we also observed greater prosocial donations in women compared to men. Additionally, we discuss an exploratory, novel finding, namely that ToM performance is positively associated with prosocial donations in women, but not men. Overall, these results emphasize the importance of establishing experimental designs that incorporate dynamic, complex stimuli to better capture the social realities that men and women experience in their daily lives., (© 2023. The Author(s).)

Practicing mindfulness is associated with stress reduction and with positive effects in the context of learning and teaching. Although effects on student populations have been studied extensively, there are few studies implementing mindfulness exercises in university courses directly. For this reason, we aimed to investigate whether the use of a brief mindfulness exercise in regular university courses, guided by the lecturers, is feasible and has immediate effects on the students' mental states. We conducted a preregistered multicenter study with one observational arm, following an ABAB design. In total, N = 325 students from 19 different university courses were included at baseline and n = 101 students at post measurement. Students were recruited by N = 14 lecturers located in six different universities in Germany. Lecturers started their courses either by guiding a brief mindfulness exercise (intervention condition) or as they regularly would, with no such exercise (control condition). In both conditions, the mental states of students and lecturers were assessed. Over the semester, n = 1193 weekly observations from students and n = 160 observations from lecturers were collected. Intervention effects were analyzed with linear mixed-effects models. The brief mindfulness exercise, compared to no such exercise, was associated with lower stress composite scores, higher presence composite scores, higher motivation for the courses, as well as better mood in students. Effects persisted throughout a respective course session. Lecturers also reported positive effects of instructing mindfulness. Implementing a brief mindfulness exercise in regular university teaching sessions is feasible and has positive effects on both students and lecturers., (© 2023. The Author(s).)

In a world with rapidly increasing population that competes for the earth's limited resources, cooperation is crucial. While research showed that empathizing with another individual in need enhances prosociality, it remains unclear whether correctly inferring the other's inner, mental states on a more cognitive level (i.e., mentalizing) elicits helping behavior as well. We applied a video-based laboratory task probing empathy and a performance measure of mentalizing in adult volunteers (N = 94) and assessed to which extent they were willing to help the narrators in the videos. We replicate findings that an empathy induction leads to more prosocial decisions. Crucially, we also found that correct mentalizing increases the willingness to help. This evidence helps clarify an inconsistent picture of the relation between mentalizing and prosociality., (© 2022. The Author(s).)

While the importance of social affect and cognition is indisputable throughout the adult lifespan, findings of how empathy and prosociality develop and interact across adulthood are mixed and real-life data are scarce. Research using ecological momentary assessment recently demonstrated that adults commonly experience empathy in daily life. Furthermore, experiencing empathy was linked to higher prosocial behavior and subjective well-being. However, to date, it is not clear whether there are adult age differences in daily empathy and daily prosociality and whether age moderates the relationship between empathy and prosociality across adulthood. Here we analyzed experience-sampling data collected from participants across the adult lifespan to study age effects on empathy, prosocial behavior, and well-being under real-life circumstances. Linear and quadratic age effects were found for the experience of empathy, with increased empathy across the three younger age groups (18 to 45 years) and a slight decrease in the oldest group (55 years and older). Neither prosocial behavior nor well-being showed significant age-related differences. We discuss these findings with respect to (partially discrepant) results derived from lab-based and traditional survey studies. We conclude that studies linking in-lab experiments with real-life experience-sampling may be a promising venue for future lifespan studies., (© 2022. The Author(s).)

Emotional valence is known to influence word processing dependent upon concreteness. Whereas some studies point towards stronger effects of emotion on concrete words, others claim amplified emotion effects for abstract words. We investigated the interaction of emotion and concreteness by means of fMRI and EEG in a delayed lexical decision task. Behavioral data revealed a facilitating effect of high positive and negative valence on the correct processing of abstract, but not concrete words. EEG data yielded a particularly low amplitude response of the late positive component (LPC) following concrete neutral words. This presumably indicates enhanced allocation of processing resources to abstract and emotional words at late stages of word comprehension. In fMRI, interactions between concreteness and emotion were observed within the semantic processing network: the left inferior frontal gyrus (IFG) and the left middle temporal gyrus (MTG). Higher positive or negative valence appears to facilitate semantic retrieval and selection of abstract words. Surprisingly, a reversal of this effect occurred for concrete words. This points towards enhanced semantic control for emotional concrete words compared to neutral concrete words. Our findings suggest fine-tuned integration of emotional valence and concreteness. Specifically, at late processing stages, semantic control mechanisms seem to integrate emotional cues depending on the previous progress of semantic retrieval.

The emotional matching paradigm, introduced by Hariri and colleagues in 2000, is a widely used neuroimaging experiment that reliably activates the amygdala. In the classic version of the experiment faces with negative emotional expression and scenes depicting distressing events are compared with geometric shapes instead of neutral stimuli of the same category (i.e. faces or scenes). This makes it difficult to clearly attribute amygdala activation to the emotional valence and not to the social content. To improve this paradigm, we conducted a functional magnetic resonance imaging study in which emotionally neutral and, additionally, positive stimuli within each stimulus category (i.e. faces, social and non-social scenes) were included. These categories enabled us to differentiate the exact nature of observed effects in the amygdala. First, the main findings of the original paradigm were replicated. Second, we observed amygdala activation when comparing negative to neutral stimuli of the same category. However, for negative faces, the amygdala response habituated rapidly. Third, positive stimuli were associated with widespread activation including the insula and the caudate. This validated adaption study enables more precise statements on the neural activation underlying emotional processing. These advances may benefit future studies on identifying selective impairments in emotional and social stimulus processing.

Training the capacity to self-generate emotions can be a potent "vaccine" against negative stressors and be an effective intervention for affective psychopathology. However, due to a lack of knowledge about sources of individual differences in generation abilities, it is unclear how to optimally design such interventions. We investigated one potential source of variation, namely preference for using different information modalities (Visual Imagery, Auditory Imagery, Bodily Interoception, and Semantic Analysis). A representative sample of 293 participants self-induced positive and negative emotional states, freely choosing to use these modalities singly or in combination. No evidence was found for modality usage being associated with differential efficacy at generating of positive or negative emotion. Rather, usage of all modalities (except Auditory Imagery) predicted success at generation of both positive and negative emotional states. Increasing age predicted capacity to generate, especially negative, emotions. While no specific combinations of modalities were superior, the overall degree to which participants adopted multimodal implementations did predict generation efficacy. These findings inform interventions aimed at improving emotional self-generation, suggesting these must be mindful of individual differences in generation abilities and implementation tendencies, and that they should focus on enhancing the capacity to use multiple modalities.

Research in younger adults dissociates cognitive from affective facets of social information processing, rather than promoting a monolithic view of social intelligence. An influential theory on adult development suggests differential effects of aging on cognitive and affective functions. However, this dissociation has not been directly tested in the social domain. Employing a newly developed naturalistic paradigm that disentangles facets of the social mind within an individual, we show multi-directionality of age-related differences. Specifically, components of the socio-cognitive route - Theory of Mind and metacognition - are impaired in older relative to younger adults. Nevertheless, these social capacities are still less affected by aging than factual reasoning and metacognition regarding non-social content. Importantly, the socio-affective route is well-functioning, with no decline in empathy and elevated compassion in the elderly. These findings contribute to an integrated theory of age-related change in social functioning and inform interventions tailored to specifically reinstate socio-cognitive skills in old age.

Aggressive, violent behaviour is a major burden and challenge for society. It has been linked to deficits in social understanding, but the evidence is inconsistent and the specifics of such deficits are unclear. Here, we investigated affective (empathy) and cognitive (Theory of Mind) routes to understanding other people in aggressive individuals. Twenty-nine men with a history of legally relevant aggressive behaviour (i.e. serious assault) and 32 control participants were tested using a social video task (EmpaToM) that differentiates empathy and Theory of Mind and completed questionnaires on aggression and alexithymia. Aggressive participants showed reduced empathic responses to emotional videos of others' suffering, which correlated with aggression severity. Theory of Mind performance, in contrast, was intact. A mediation analysis revealed that reduced empathy in aggressive men was mediated by alexithymia. These findings stress the importance of distinguishing between socio-affective and socio-cognitive deficits for understanding aggressive behaviour and thereby contribute to the development of more efficient treatments.